Faculty/Graduate school Department of Global and Interdisciplinary Studies
Attached documents
Year 2023
Class code A6405
Previous Class code
Previous Class title
Term 春学期授業/Spring
Day/Period 金3/Fri.3
Class Type
Campus 市ヶ谷 / Ichigaya
Classroom name 市外濠‐S601
Grade 3~4
Credit(s) 2
Open Program
Open Program (Notes)
Global Open Program
Interdepartmental class taking system for Academic Achievers
Interdepartmental class taking system for Academic Achievers (Notes) 制度ウェブサイトの3.科目別の注意事項(1)GIS主催科目の履修上の注意を参照すること。
Class taught by instructors with practical experience
Urban Design CP
Diversity CP
Learning for the Future CP
Duplicate Subjects Taken Under Previous Class Title
Category (commenced 2020 onwards) 400-level Seminar Courses(演習)
Category (commenced 2016-2019) 400-level Seminar Courses

【授業の概要と目的(何を学ぶか) / Outline and objectives】
With estimated 2.3 billion users, the global dominance of the English language is in no dispute. However, the language has developed a wide range of variations, depending on the social and cultural contexts where it was transplanted and the other languages it exists alongside. This seminar is concerned with the phonetic features of English(es) both in the Inner and Expanding Circles, while also shedding light on the speakers’ language attitudes and ideologies. We start the spring semester by reviewing Kachru’s (1985) three-circle model and Schneider’s (2007) ‘Dynamic Model’ of postcolonial English. Then we focus on New Zealand English (NZE), one of the youngest Inner Circle varieties, examining how it is distinguishable from UK, US and Australian English. The latter part of the semester is devoted to the features of L2-accented English and native-speakerism in the Expanding Circle.

【到達目標 / Goal】
By the end of the course, students will:
(1) understand the evolution and diversity of the English language,
(2) recognise the phonetic features of NZE and L2-accented English, and
(3) get used to analysing sound recordings for research purposes.

【この授業を履修することで学部等のディプロマポリシーに示されたどの能力を習得することができるか(該当授業科目と学位授与方針に明示された学習成果との関連) / Which item of the diploma policy will be obtained by taking this class?】
Will be able to gain “DP 1”, “DP 2”, “DP 3”, and “DP 4”.

【授業で使用する言語 / Default language used in class】
英語 / English

【授業の進め方と方法 / Method(s)】 (学期の途中で変更になる場合には、別途提示します。 /If the Method(s) is changed, we will announce the details of any changes. )
This seminar is presentation and discussion oriented: Students take turns to review a book chapter or journal article assigned by the instructor, noting key terms and concepts, which could be proactively studied by consulting reference materials. The other students in the class contribute to the discussion with their questions and observations. Detailed comments and suggestions for further study are provided at the end of each presentation.

【アクティブラーニング(グループディスカッション、ディベート等)の実施 / Active learning in class (Group discussion, Debate.etc.)】
あり / Yes

【フィールドワーク(学外での実習等)の実施 / Fieldwork in class】
なし / No

【授業計画 / Schedule】
授業形態 / methods of teaching:対面/face to face

回 / No. 各回の授業形態予定 / methods of teachingテーマ / Theme 内容 / Contents
1 オンライン/onlineCourse Overview (1) Outlining the course contents and instructional methodologies
(2) APA style: In-text citations and references
(3) Hosei and GIS libraries, and online resources
2 対面/face to faceEssential Phonetics (1) IPA
(2) Phonemes and allophones
3 対面/face to faceModels of World Englishes (Part 1) (1) The world’s major languages
(2) Indo-European language family
(3) L1 and L2 English
(4) Kachru’s (1985) three-circle model of English
4 対面/face to faceModels of World Englishes (Part 2) (1) Limitations of Kachru’s (1985) model
(2) McArthur’s (1987) model
(3) Modiano’s (1999) model
(4) Svartvik & Leech’s (2006) model
5 対面/face to faceDynamic Model of Postcolonial English (1) Outline of the Dynamic Model
(2) Brief review of the model (Buschfeld & Kautzsch, 2017)
6 対面/face to faceSound Change of NZE in Progress (Part 1) (1) Rhoticity
(2) /l/ vocalisation
(3) TR-affrication
(4) Flapping /t/
7 対面/face to faceSound Change of NZE in Progress (Part 2) (1) TH-fronting
(2) Short front vowels
(3) The NEAR/SQUARE merger
8 対面/face to faceNZ Accents in Films Phonetic features observed in NZ films
9 対面/face to faceEnglish in the Expanding Circle (1) Scandinavian-accented English and English in Scandinavia
(2) Spanish-accented English and English in Spain/Latin America
(3) Japanese-accented English
10 対面/face to faceAttitudes towards L1 and L2 English (1) Japanese students’ attitudes (Sasayama, 2013)
(2) Thai students’ attitudes (McKenzie et al., 2016)
(3) Norwegian students’ attitudes (Rindal & Piercy, 2013)
11 対面/face to faceIndexicality of L2 Accents (1) Indexicality of Japanese-accented English in NZ
(2) Identification of the provenance of speakers (McKenzie, 2015)
12 対面/face to faceNative-speakerism and ELF (1) Native-speakerism (Holliday, 2006)
(2) Disadvantages of native-speakerism in ELT (Kirkpatrick, 2007)
(3) EFL vs. ELF (Seidlhofer, 2011)
13 対面/face to faceEnglish in International Contexts (1) Language policy of the Council of Europe
(2) English in pop culture
14 対面/face to faceConclusion (1) Review and final discussion
(2) Preparation for seminar papers

【授業時間外の学習(準備学習・復習・宿題等) / Work to be done outside of class (preparation, etc.)】
Students are required to read in advance the references posted on the course website and the handouts emailed by presenters. They also need to listen to and analyse sound recordings. Preparatory study and review time for this course are 4 hours each.

【テキスト(教科書) / Textbooks】
Hay, J., Maclagan, M., & Gordon, E. (2008). New Zealand English. Edinburgh University Press.
Swan, M., & Smith, B. (Eds.). (2001). Learner English: A teacher’s guide to interference and other problems (2nd ed.). Cambridge University Press.

【参考書 / References】
Detailed references are listed on the website, while the following books will be helpful as a general introduction.

Melchers, G., Shaw, P., & Sundkvist, P. (2019). World Englishes (3rd ed.). Routledge.
Trudgill, P., & Hannah, J. (2017). International English: A guide to varieties of English around the World (6th ed.). Routledge.

【成績評価の方法と基準 / Grading criteria】
Evaluation will be based on presentation (70%) and class discussion (30%). More than two unexcused absences per semester will result in failure of the course.

【学生の意見等からの気づき / Changes following student comments】
The schedule and contents may be modified based on students' interests and needs.

【学生が準備すべき機器他 / Equipment student needs to prepare】
The presentations are delivered using PowerPoint slides and Internet resources. The handouts are downloadable in PDF format.

【その他の重要事項 / Others】
Successful applicants must be knowledgeable and enthusiastic about the seminar theme. They are expected to have completed 200-level linguistics courses with a good understanding.

No prerequisite is required.